Maintaining engagement of large audiences is not easy. Traditionally, lectures and presentations have relied on one-way mmunication from the presenter to the listening audience. Without receiving ongoing feedback, speakers cannot be sure that their delivery is at an appropriate pace, or that their message is being received and understood by their audience. This study suggests using a real-time ...

Background: Emergency medicine has always been a leader in taming new technologies for medical education. Many forms of social media have been reported in medical education with very little quality evidence to clarify their role. In this study we look at a popular multimedia messaging application in our setting and the aim was to evaluate the effects of a virtual classroom in social media platf...

Are there any differences in outcomes between traditional classroom-based university courses and courses delivered via Asynchronous Learning Networks (ALN?) Under what conditions are ALN courses most effective? What can be done to improve the publishability of ALN evaluations, and counter the attacks of critics? After providing background on the NJIT Virtual Classroom projects, this paper desc...

Cognizant that a critical 21 century skill is the capacity to do rapid collaborative knowledge building (RCKB) in a dynamic setting, we are interested to introduce practices for RCKB into classrooms. Through RCKB, students also have opportunities to learn and articulate their understanding in a deeper way than traditional classroom lessons. We describe a research project in which together with ...

The purpose of the study reported in this article was to analyse the relationship between teachers’ educational beliefs and their typical approach to computer use in the classroom. In this context, the question arises whether particular profiles of teachers can be distinguished based on their beliefs about good education. A survey of 574 elementary school teachers was conducted that focused bot...

The flipped classroom, often referenced as “flipping the classroom”, is a teaching and learning model in which the students spend a short period of time learning the basic concepts outside the classroom prior to the introduction of the concept topic in the classroom setting, and then use class time for authentic experiences such as problem solving. This action research study described the imple...

SCALE-UP-type classrooms, originating with the Student-Centered Active Learning Environment with Upside-down Pedagogies project, are designed to facilitate active learning by maximizing opportunities for interactions between students and embedding technology in the classroom. Positive impacts when active learning replaces lecture are well documented, both in traditional lecture halls and SCALE-...

For centuries, didactic teaching sections have occupied a large proportion of the available teaching-learning time in medical courses. This form of teaching has relied heavily on professors disseminating information through lectures and students passively absorbing knowledge for a majority of the class period. The extensive use of traditional lectures limits students’ time to actively learn, sy...

The flipped classroom pedagogy has achieved significant mention in academic circles in recent years. “Flipping” involves the reinvention of a traditional course so that students engage with learning materials via recorded lectures and interactive exercises prior to attending class and then use class time for more interactive activities. Proper implementation of a flipped classroom is difficult ...